The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, Hearing Impairment, Visual Impairment and physical needs. Some pupils have medical conditions such as Epilepsy, Chronic Allergies and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals & previous settings for assessments, support and guidance for the school and parents/carers.

We have a number of children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.

Some children have allergies or food intolerances/cultural food choices. We have our own independent caterers who are able to meet the needs of children with specialist diets in an inclusive environment. Some children also use specialist cutlery.

All medical information is collated and available to the relevant staff, with a designated member of staff responsible for their monitoring.

All medication is kept in a central safe and secure place which has easy access for First Aiders and staff members. Consent forms for the administration of medicine are filled in by parents, outlining the condition and dosage of medication. All medication that is given is recorded.

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN).  Early intervention is essential for progress however it is important to avoid mislabelling a child with additional needs and to remain focussed on meeting their needs.

In partnership with the Class teacher, SENCO, SLT and parents we considered any barriers to learning. 

Barriers could include:

• Absences or lateness
• Changing schools or moving house
• Difficulties in speaking English
• A temporary illness or injury e.g. a broken arm
• Worries or concerns such as a family bereavement
• Being a young carer

We know that children who experience these types of barriers may be vulnerable students but this does not mean they should be identified as a child with SEN. 

The learning of all children at Fairchildes Primary School is regularly and rigorously assessed. 

Data meetings were held termly and progress and attainment was monitored.  Additional support was put in place to support children who had been identified through the progress meetings.

The SENCO/SLT followed up with children who had received QFT and additional support in school and had not made expected progress. 

The Educational Psychologist was able to support teachers in developing or adjusting their practice for targeted children who were identified with significant special educational needs.

Inclusion meetings were held each half term and the information collected was used to support assessments regarding whether a child had additional needs.

Senior leaders regularly reviewed children’s work through book looks, data meetings and observations within each year group and fed back to individual teachers. Through this process individual children were identified for further support.

The three schools within the FACT Trust moderated across all year groups during the Autumn and Spring Term.

Formal Assessment was also used to identify needs:

• Phonics screening in Year 1
• SALT assessments
• Talk Boost Assessments
• Fine motor skills assessment

Children were added to the SEN register if their ability was significantly below their peers and a short-term barrier could not account for their lack of progress or attainment.  Parents were involved in decision making and reviews of decisions were held regularly.

This year has seen a continued rise in referrals to CAMHS and since September 2024, nine referrals have been submitted. In addition, four requests for referrals have been submitted to GPs for neurodiversity assessments.

Provision for children in school

• Speech and Language

Due to the reduced NHS SALT service, the therapists covering mainstream primary pupils were still not in a position to offer Speech and Language Therapy assessment, intervention or support to mainstream pupils, where this had not been specified via a pupil’s EHCP.

NHS therapists continued to deliver in clinic support and reviews to pupils in mainstream schools with appropriate EHCPs. Our attached therapist, Carmel Johnson, provided verbal and email feedback regarding pupil reviews and target information to the Communications Coordinator and SENCO.

NHS therapists continued to visit the school to deliver support and carry out reviews for pupils in the 360 MLD ELP with appropriate EHCPs. The Encompass ASD ELP has begun to receive support from commissioned SALT services. The Communications Coordinator joined the therapists in both the 360 and Encompass provisions for review and support sessions.

Speech and language provision specified on EHCPs issued after January 2023 have had support provided by commissioned SALT services via the Local Authority. Some of these children had a long wait to receive their assessments and support.

The waiting list for new referrals to the NHS SALT service was, on average, six to eight weeks, although some children had to wait longer. Ten new referrals were made. Children will not be added to the NHS caseload until the service is able to provide support.

One child has been assessed by the stammering therapist. In case of SALT referral, parents are given the opportunity by the NHS service to book an appointment that suited them. The Communications Coordinator gives parents face to face and phone reminders. All initial assessments take place in a clinic. 

The Communications Coordinator continued to deliver the ICAN Talk Boost programme to two KS1 groups. Good progress was made by all the children.

Two out of borough children with an EHCP were provided with speech and language sessions by his local borough. They were assessed and targets set over a number of sessions by Lets Get Talking speech and language service. The Communications Coordinator joined the sessions and delivered ongoing support. 

The Communications Coordinator liaised with out of borough therapists for two Reception children and delivered the recommended support.

Throughout the year, weekly language groups have been accessed by all Reception children and those identified as requiring additional support joined daily groups.           

Nursery children have also benefited from twice weekly support groups.

There are presently 61 children who access Speech and Language group support throughout the year.

• Occupational Therapy

The NHS Occupational Therapy service was reduced this year. Tejasvi Shah is the OT coming from Sterling to the 360 MLD ELP and the Encompass ASD ELP. She visited on a regular basis, working alongside the Encompass lead to provide advice and support. This year, Tejasvi has only been available to visit in order to review a child in our ASD ELPs who has OT provision outlined in his EHCP. Children with NHS OT commissioned via their EHCP, mostly children in our 360 MLD ELP,  receive support in the clinic or at home.

Occupational Therapy support has been delivered in school to both individuals and small groups this year, including the Funky Fingers programme and sensory programmes for identified children who required support in developing these skills. The Sensory Room was timetabled for all age groups for children from the mainstream school and the 360 MLD ELP.

• Mentoring

Checking in sessions have continued as needed (a request can be made from a parent, child, teacher or social care).  1-1 mentoring & small group sessions have been held in the Mentors room.

Mentors have provided a significant level of family support over the last year especially due to the cost of living crisis. They have signposted families as well as providing direct support and running our Pre-Loved uniform shop.

• Counselling

7 children have received regular counselling sessions during the year.

Our adult counsellor has also supported 6 parents/carers or staff members over the last year.

• Animal Therapy Sessions – weekly sessions with Pets and Ponies were provided for children during the summer term.
• Therapy dog - weekly visits began in the Summer term with the Therapy dog Mabel. She visited classes and worked with small groups and individual children with the learning mentors or Head supporting the sessions.
• Learning interventions, IEP and EHCP provision continued.
• Children and parents were able to access the pastoral team for help, support, and advice with issues such as sleeping difficulties, friendships, social and emotional concerns, and bereavement. The pastoral team were also able to signpost adults to external services for additional support.

We have an extensive staff at Fairchildes who continuously look to develop their practice and extend their expertise.  An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge.

This year training has included:

• First Aid/Paediatric First Aid
• Safeguarding
• Inclusion plans

• Neurodiversity
• Sensory support
• AVA supported training
• Attention Autism
• OT training
• Makaton training

Equipment and Facilities

Fairchildes has extensive resources to meet the needs of children with SEN (see our school offer). This year we have continued our use of augmented technology to include: iPads, reading pens and laptops as well as using software such as Times Table Rockstars and Communication in Print (Widgit).

The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.

1. The Educational Psychologist

This year our EP has been Dr. J Lawton. She has made regular visits to school this year.

2. Speech and Language Therapy

Children with EHCPs in the 360 Centre have had their speech and language needs met during regular visits from a variety of therapists. The Communications Coordinator joins them in therapy sessions, reviews as well as providing support for 360 children.

3. Occupational Therapy

Tejasvi Shah is the OT visiting the Encompass ASD ELP from Sterling to review targeted children as well as providing advice to the staff and their parents.

4. Locality SEND Support Scheme

Fairchildes has continued to be part of the Locality SEND Locality Support Scheme this academic year.  The school has requested support for several children with SEN.  Fairchildes has also received support for SALT assessments, EP advice and small group targeted support. The locality scheme has seen schools in the area benefit from closer working practices that has supported the transition for children going to high school.

5.  CAMHS/Community Paediatrician

We refer children to CAMHS or to the community Paediatrician for concerns regarding their mental health or for a diagnostic assessment of ASD and ADHD. Referrals are also made for Emotional Well Being Support via CAMHS.

School SEN Offer: https://www.factrust.org/fairchildessenoffer

School Policies: https://www.factrust.org/fairchildesschoolpolicies

Fairchildes Inclusion Team
Mr Gyford	Head of School
Mrs Keminsky	SENCO
Mrs Lillo	ELP SENCO
Mrs Lacy	Child Protection/Safeguarding Team
Mrs Crawford	Attendance
Mrs Lacy, Ms England & Miss Gifford	Mentors
Ms Pereira	SPIL Counsellor
Ms Howland	Breakfast Club
Ms Howland/Ms Newton	After School Club
Mrs Wicker	Communications Co-ordinator
Miss Saunders	Medical Care Plans
Mrs Andrews	Dietary Needs
If you are concerned about your child and feel that he/she needs more support, please don't hesitate to speak to your child's class teacher or to any member of the Inclusion Team	You can contact any of these members of staff through the main school switchboard - 01689 842268 Contact Mr Gyford directly - ht@fairchildes.croydon.sch.uk

• ASD Autistic Spectrum Disorder 
• ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
• BSS Behaviour Support Service
• CAMHS Child and Adolescent Mental Health Service
• EHCP Education Health Care Plan
• EP Educational Psychologist
• EWO Education Welfare Officer
• FSM Free School Meals
• G&T Gifted & Talented
• HI Hearing Impaired
• IEP Individual Education Plan
• LA Local Authority
• LD Learning Difficulties
• LSA Learning Support Assistant
• MLD Moderate Learning Difficulties
• NC National Curriculum
• NELI Nuffield Early Language Intervention
• ODD Oppositional Defiance Disorder
• OT Occupational Therapy
• PRU Pupil Referral Unit
• SALT/SLT Speech and Language Therapy
• SATs Standard Assessment Tests
• SEN Special Educational Needs
• SENCo Special Educational Needs Co-ordinator
• SLD Severe Learning Difficulties
• SpLD Specific Learning Difficulties
• SPM Sensory, Physical, Medical
• SEMH Social, Emotional and Mental Health
• TA Teaching Assistant
• VI Visually Impaired